Free CEUs from the National Institute of Nursing Research

Previously, nurses interested in becoming researchers could travel all the way to Bethesda, MD to attend a four day course called "Developing Nurse Scientists." Now, the NINR has turned that class into a free online program worth four CEUs. It really did take me about that much time because the information was so new to me, but I feel I have a much better understanding of how the research which has advanced nursing so much was conducted. The free class is available at this link: www.ninr.nih.gov/Training/OnlineDevelopingNurseScientists/

Saturday Night and I'm Officially a Nerd (with a thanks to Orrin Hatch)

Okay, okay, I admit it: I am a nursey nerd. But I have to share with you this great opportunity for a free book! I am only partly into it but already learning so much about our history of nursing and research in the National Institute of Nursing Research's History Book.

Apparently, despite a presidential veto (Reagan!), the Center for Nursing Research, a part of the National Institute for Health, was created in 1985. It was Senator Orrin Hatch who helped our profession so much when he championed others to override President Reagan, "The notion that the $5 million for nursing research within NIH’s $5.5 billion budget was “too much,” Hatch said, was “preposterous. A proposal for nursing research to have one one-thousandth of the NIH budget is too much? My fellow Senators, don’t you believe it,” he admonished. “It is high time that nursing research took its rightful place in those NIH halls of ivy.” Most senators agreed. They voted to override the veto, 89 to 7"(NINR, 2012).

 This NINR (as it is now an Institute and not a Center) has continued to support nursing research and has trained more scientists, as a percentage of its budget, than any other Institute (NINR, 2012). Its history book is now available for FREE download here:  http://www.ninr.nih.gov/NewsAndInformation/NINRPublications/HistoryBook

New Study Indicates Benefit of IV Inotropics for Hospice Patients at Home

Just yesterday I discharged a CHF patient from the hospital to home with hospice. He had an ejection fraction of only 10% and all of his meds, except the usual oxygen and morphine drops, had been discontinued. I worried for his comfort at home, despite knowing that hospice was involved. This morning I awoke to find reference to a new study which indicates that IV inotropics given to the heart failure (HF) hospice  patient in the home setting can be safely administered. 64.5% of HF patients receiving this therapy were able to remain at home compared to 35.9% not receiving it. Inotropics for palliative care of the HF patient is no new topic, but this study really seems to support the financial and psychosocial benefits of the treatment as well. The following links to a summary of the findings:

Patients at home benefit from inotropic infusion

Teachers Teach More By What They Are Than By What They Say

"Ask not what your students can learn, but what you can learn from your students." Corny, I know, but I like to pose this to myself at the beginning of each semester as I hurry to make sure the classroom environment is set for learning, syllabus thorough and student learning objectives clearly identified.  I strongly believe in the newer approach to adult learning whereby I am not the "sage on a stage" but, rather, the "guide by the side,"  so I do not believe learning should flow only in one direction. Truly, today's nurse educator must blend the art and science of nursing with enthusiasm, caring and scientific pedagogy to help our students develop into the critical-thinking patient advocates necessary in today's complex healthcare delivery environment and this necessitates coming out from behind the podium. Nurse faculty face a daunting task as resources are increasingly limited while expectations and higher level learning outcomes are expected of the new graduates so old approaches must be abandoned.

The following editorial from The Journal of Nursing Education is a refreshing perspective on what it means to be a nurse educator and the importance of defining the teacher before defining the student.
The Scholarship of Teaching as Science and as Art

Clarifying The Roles of the DNP and PhD

http://www.nursingcenter.com/lnc/journalarticle?Article_ID=942589

A nice article (free from this link) about the history of the nursing PhD (who knew there was a program way back in 1924?) and the importance, relevance and nature of the DNP as the hot new terminal degree for clinicians. I believe the argument from the medical establishment that Doctors of Nursing will confuse patients is a smokescreen. Business professors, art professors, dentists, and literally ANYONE with a doctoral degree in ANY field is rightfully titled "Dr." Nursing is a very unique profession, that special blending of art and science, and thus it necessitates two terminal degrees: that of the clinical doctor of nursing and the research doctor of nursing. The linked article helps differentiate the courses of study and typical career paths of the DNP versus PhD.

Nurse Educators---Facilitating that unique blend of science and art that is nursing

Click here for a A Nice Synopsis of Why The Nursing Faculty Shortage Exists

I love teaching, I really do. Students report that I am like a "breath of fresh air" and I believe nursing education to be my calling as it truly brings out my best. But I have to question myself when I consider going into another $40,000 of student loan debt for a doctorate (on top of my $30,000 MSN) in order to gain full-time employment in this career that only pays me $46,000 in some states up to around a maximum of $65,000 in others. Why are schools allowing such manufactured faculty shortages when there are numerous excellent MSN prepared faculty who want full time employment? Does one truly need a PhD to teach basic nursing courses? I would argue against a PhD teaching basic nursing as the preparation for that degree involves statistics, business management concepts, research design and application, curriculum review, and other decidedly non-bedside nursing topics. The PhD and DNP are important for advancing the profession of nursing, but if there is such a shortage of faculty and the PhD is far removed from the bedside, I have to wonder at the motives of those search committees who only want PhDs to teach full-time. And further, if the PhD is the best faculty member, then why are colleges hiring so many MSNs and BSNs to teach as adjuncts? Typically my students receive at least half of their instruction from part-timers with BSN and MSN preparation. Seems like a very double standard. What do you think? What's the solution?